[8:52:34 PM] Melinda Gibbons: personally - i think we go with justines resource
[8:52:45 PM] Andrea Casey: sounds good
[8:52:49 PM] Andrea Casey: i'm easy
[8:52:57 PM] Melinda Gibbons: we have the links to vels in many areas
[8:53:00 PM] Justine Elliott: Am off to read up a storm,making friends with hornsby and murdoch again too. good luck with new oven V. jealous need one badly
[8:53:35 PM] Justine Elliott: Hopefully can talk to others asap
[8:53:42 PM] Melinda Gibbons: we can go to the humanities - we can go to english and we could even include art using sand from sand pannig for gold
[8:54:48 PM] Melinda Gibbons: discussing the hard life of sand etc
[8:55:48 PM] Melinda Gibbons: literacy could write a letter home
[8:56:00 PM] Melinda Gibbons: to family in oerseas maybe
[8:56:13 PM] Melinda Gibbons: it really is endless just need a question to focus on
[[8:57:24 PM] Melinda Gibbons: just need a question to focus on and a real life type one
[8:57:53 PM] Melinda Gibbons: why were the people of the gold rush
[8:57:57 PM] Melinda Gibbons: sorry who
[8:58:19 PM] Melinda Gibbons: and where did they come from
[8:58:34 PM] Melinda Gibbons: or and why did they come
[8:59:03 PM] Justine Elliott: Chinese, Australians, heaps of other countries, Australia was attractive because you got to keep the gold alot of other countries you had to give it to the gov't
[8:59:37 PM] Justine Elliott: Doctors and Lawyers chucked in jobs as more money on Gold fields
[9:00:01 PM] Melinda Gibbons: we could start here maybe with a question
[9:00:05 PM] Melinda Gibbons: who and where
[9:00:08 PM] Melinda Gibbons: or who and why
[9:00:54 PM] Melinda Gibbons: the who and the why looks at the people and lifestyle the gold and the culture
[9:00:54 PM] Justine Elliott: maybe something about leaving family and country
[9:01:17 PM] Melinda Gibbons: the who and the where brings in more geopgraphy
[9:01:25 PM] Justine Elliott: How did the Gold rush change Australian culture/
[9:01:31 PM] Justine Elliott: ?
[9:01:47 PM] Melinda Gibbons: 4 lessons - too broad
[9:03:33 PM] Justine Elliott: We are going to meet at Sydenham Library on Fri at 2.30 where we will be able to include Melinda via skype and wiki
[9:03:34 PM] Melinda Gibbons: narelle - we have kind of decided to go with one of justines resources as hers are already thematice which will help us lead into an inquiry.
[9:04:19 PM] Melinda Gibbons: looking at the gold rush - so we are trying to come up with a possible inquiry based question for grade three for them to investigete
9:04:26 PM] Justine Elliott: check it out first
[9:05:27 PM] Narelle: Gold rush sounds great. Kids at my school have just been on camp at Soverign Hill.
[9:07:36 PM] Melinda Gibbons: maybe this could start after the trip
[9:07:52 PM] Melinda Gibbons: ie lesson 1 is to soverign hill and we plan the lessons from there
[9:07:56 PM] Justine Elliott: The question
[9:08:32 PM] Justine Elliott: yeh good idea, or plan some before and some after
[9:08:43 PM] Narelle: Im still here, just reading over your conversation.
[9:08:59 PM] Melinda Gibbons: if we plan before - we have to introduce - if we go after it is pre knowledge
[9:09:26 PM] Justine Elliott: makes sense getting too late for me
[9:09:39 PM] Melinda Gibbons: I am thinking question in terms of
[9:09:53 PM] Melinda Gibbons: who are the people of the gold rush and why did they come
[9:10:25 PM] Melinda Gibbons: in order to answer why they come - i would assume their was a reason - the gold rush so it also explains that
[9:10:37 PM] Melinda Gibbons: the people bring in the history and the culture
[9:10:48 PM] Justine Elliott: I like that
[9:11:08 PM] Melinda Gibbons: we dont have to look at anything outside of the gold rush just leave it focussed there
[9:11:57 PM] Melinda Gibbons: we could assume that in following years it would extend
[9:12:30 PM] Melinda Gibbons: narelle how is this sounding
[9:12:43 PM] Justine Elliott: Fits in with Civics as well
[9:13:10 PM] Melinda Gibbons: the kids could write a profile of a person they saw at soverign hill - a miner, a shop owner etc
[9:13:13 PM] Melinda Gibbons: a gold trader
[9:13:18 PM] Melinda Gibbons: merchant
[9:13:25 PM] Melinda Gibbons: who they are, what they did
[9:14:17 PM] Melinda Gibbons: we brain storming
[9:15:23 PM] Melinda Gibbons: they could role play and interview each other and report on it - this would bring in the literacy component as they would need to write the queswtions and think about what they need to ask
[9:15:46 PM] Justine Elliott: One lesson could be maths graphing how much gold a miner gets over a certain period and how much the miner spends, supplies, etc, could be done using different graphs on computer.
[9:16:24 PM] Melinda Gibbons: could be - but does it answer the question we ask
[9:16:34 PM] Melinda Gibbons: can we use maths and graphs another way
[9:16:56 PM] Melinda Gibbons: i wonder if there are statistics on where they came from
[9:17:01 PM] Melinda Gibbons: could we graph that
[9:17:11 PM] Justine Elliott: We will have to work this all out would be better if all had to be literacy lessons, probably they could be graphed
[9:18:07 PM] Melinda Gibbons: that curriculum connections book suggest to steer away from maths cos it doesnt really answer the question and is a forced connection - but I am not sure
[9:18:30 PM] Melinda Gibbons: and there are some good graph programs not just micrsoft one
[9:19:00 PM] Justine Elliott: i have maths on brain as it is other unit I am doing
hey role play could also be drama link maybe
[9:22:54 PM] Melinda Gibbons: but I think what we need to be careful of here is if we write in the link - we also ae focussing on the appropriate standards for each lesson and the assessment
[9:22:58 PM] Justine Elliott: I always forget about drama
[9:23:33 PM] Melinda Gibbons: would be silly and stupid to say role play is drama- yet the lesson has no real drama focus - otherwise it would really be just a means to an ends - it that makes any sense
[9:24:37 PM] Justine Elliott: A time filler?
[9:24:43 PM] Melinda Gibbons: but we could try to get the kids to feel what it would be like to be a miner - we could have a dress up day - kids take photos (media) and then we upload these photos with a blog to photo bucket or the like (ict)
[9:25:18 PM] Andrea Casey: I'm kind of back...the biscuits are baking
[9:25:25 PM] Melinda Gibbons: and then what is the purpose behind that - what is the objective and what are they learning
[8:52:34 PM] Melinda Gibbons: personally - i think we go with justines resource
[8:52:45 PM] Andrea Casey: sounds good
[8:52:49 PM] Andrea Casey: i'm easy
[8:52:57 PM] Melinda Gibbons: we have the links to vels in many areas
[8:53:00 PM] Justine Elliott: Am off to read up a storm,making friends with hornsby and murdoch again too. good luck with new oven V. jealous need one badly
[8:53:35 PM] Justine Elliott: Hopefully can talk to others asap
[8:53:42 PM] Melinda Gibbons: we can go to the humanities - we can go to english and we could even include art using sand from sand pannig for gold
[8:54:48 PM] Melinda Gibbons: discussing the hard life of sand etc
[8:55:48 PM] Melinda Gibbons: literacy could write a letter home
[8:56:00 PM] Melinda Gibbons: to family in oerseas maybe
[8:56:13 PM] Melinda Gibbons: it really is endless just need a question to focus on
[[8:57:24 PM] Melinda Gibbons: just need a question to focus on and a real life type one
[8:57:53 PM] Melinda Gibbons: why were the people of the gold rush
[8:57:57 PM] Melinda Gibbons: sorry who
[8:58:19 PM] Melinda Gibbons: and where did they come from
[8:58:34 PM] Melinda Gibbons: or and why did they come
[8:59:03 PM] Justine Elliott: Chinese, Australians, heaps of other countries, Australia was attractive because you got to keep the gold alot of other countries you had to give it to the gov't
[8:59:37 PM] Justine Elliott: Doctors and Lawyers chucked in jobs as more money on Gold fields
[9:00:01 PM] Melinda Gibbons: we could start here maybe with a question
[9:00:05 PM] Melinda Gibbons: who and where
[9:00:08 PM] Melinda Gibbons: or who and why
[9:00:54 PM] Melinda Gibbons: the who and the why looks at the people and lifestyle the gold and the culture
[9:00:54 PM] Justine Elliott: maybe something about leaving family and country
[9:01:17 PM] Melinda Gibbons: the who and the where brings in more geopgraphy
[9:01:25 PM] Justine Elliott: How did the Gold rush change Australian culture/
[9:01:31 PM] Justine Elliott: ?
[9:01:47 PM] Melinda Gibbons: 4 lessons - too broad
[9:03:33 PM] Justine Elliott: We are going to meet at Sydenham Library on Fri at 2.30 where we will be able to include Melinda via skype and wiki
[9:03:34 PM] Melinda Gibbons: narelle - we have kind of decided to go with one of justines resources as hers are already thematice which will help us lead into an inquiry.
[9:04:19 PM] Melinda Gibbons: looking at the gold rush - so we are trying to come up with a possible inquiry based question for grade three for them to investigete
9:04:26 PM] Justine Elliott: check it out first
[9:05:27 PM] Narelle: Gold rush sounds great. Kids at my school have just been on camp at Soverign Hill.
[9:07:36 PM] Melinda Gibbons: maybe this could start after the trip
[9:07:52 PM] Melinda Gibbons: ie lesson 1 is to soverign hill and we plan the lessons from there
[9:07:56 PM] Justine Elliott: The question
[9:08:32 PM] Justine Elliott: yeh good idea, or plan some before and some after
[9:08:43 PM] Narelle: Im still here, just reading over your conversation.
[9:08:59 PM] Melinda Gibbons: if we plan before - we have to introduce - if we go after it is pre knowledge
[9:09:26 PM] Justine Elliott: makes sense getting too late for me
[9:09:39 PM] Melinda Gibbons: I am thinking question in terms of
[9:09:53 PM] Melinda Gibbons: who are the people of the gold rush and why did they come
[9:10:25 PM] Melinda Gibbons: in order to answer why they come - i would assume their was a reason - the gold rush so it also explains that
[9:10:37 PM] Melinda Gibbons: the people bring in the history and the culture
[9:10:48 PM] Justine Elliott: I like that
[9:11:08 PM] Melinda Gibbons: we dont have to look at anything outside of the gold rush just leave it focussed there
[9:11:57 PM] Melinda Gibbons: we could assume that in following years it would extend
[9:12:30 PM] Melinda Gibbons: narelle how is this sounding
[9:12:43 PM] Justine Elliott: Fits in with Civics as well
[9:13:10 PM] Melinda Gibbons: the kids could write a profile of a person they saw at soverign hill - a miner, a shop owner etc
[9:13:13 PM] Melinda Gibbons: a gold trader
[9:13:18 PM] Melinda Gibbons: merchant
[9:13:25 PM] Melinda Gibbons: who they are, what they did
[9:14:17 PM] Melinda Gibbons: we brain storming
[9:15:23 PM] Melinda Gibbons: they could role play and interview each other and report on it - this would bring in the literacy component as they would need to write the queswtions and think about what they need to ask
[9:15:46 PM] Justine Elliott: One lesson could be maths graphing how much gold a miner gets over a certain period and how much the miner spends, supplies, etc, could be done using different graphs on computer.
[9:16:24 PM] Melinda Gibbons: could be - but does it answer the question we ask
[9:16:34 PM] Melinda Gibbons: can we use maths and graphs another way
[9:16:56 PM] Melinda Gibbons: i wonder if there are statistics on where they came from
[9:17:01 PM] Melinda Gibbons: could we graph that
[9:17:11 PM] Justine Elliott: We will have to work this all out would be better if all had to be literacy lessons, probably they could be graphed
[9:18:07 PM] Melinda Gibbons: that curriculum connections book suggest to steer away from maths cos it doesnt really answer the question and is a forced connection - but I am not sure
[9:18:30 PM] Melinda Gibbons: and there are some good graph programs not just micrsoft one
[9:19:00 PM] Justine Elliott: i have maths on brain as it is other unit I am doing
hey role play could also be drama link maybe
[9:22:54 PM] Melinda Gibbons: but I think what we need to be careful of here is if we write in the link - we also ae focussing on the appropriate standards for each lesson and the assessment
[9:22:58 PM] Justine Elliott: I always forget about drama
[9:23:33 PM] Melinda Gibbons: would be silly and stupid to say role play is drama- yet the lesson has no real drama focus - otherwise it would really be just a means to an ends - it that makes any sense
[9:24:37 PM] Justine Elliott: A time filler?
[9:24:43 PM] Melinda Gibbons: but we could try to get the kids to feel what it would be like to be a miner - we could have a dress up day - kids take photos (media) and then we upload these photos with a blog to photo bucket or the like (ict)
[9:25:18 PM] Andrea Casey: I'm kind of back...the biscuits are baking
[9:25:25 PM] Melinda Gibbons: and then what is the purpose behind that - what is the objective and what are they learning